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1. Professional Perspective, Audience & Topic

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1. Professional Perspective, Audience & Topic

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My field of education is Curriculum and Instruction, Advanced Instructor. My professional perspective is that of an Instructional Coach, which will be the role I pursue after completing my degree plan. In my professional perspective I feel that all students deserve an equal and quality education where they not only learn about themselves, but other cultures too. Students should be educated with students of all backgrounds and educational materials should be inclusive of information about all student races and cultures. Educators and administration should ensure students are educated in environments where they feel safe and have all resources needed to be successful. I also believe educators should be trained on how to relate, build relationships, and respect students of all cultures.

The audience for this legal guide are campus teachers and administrators. My audience consists of all people who play a major role in the day to day operations of the campus in promoting a positive campus culture.

My topic is a legal guide to increasing cultural awareness and inclusiveness in education. I chose this topic because throughout this course I have learned a lot about the lack of training in education, as it pertains to cultural awareness, diversity and the inclusion of all students. When students learn about different cultures they are able to feel more comfortable around people who are different then themselves and they feel more safe. It also allows for them to have healthy social interactions and relationships with people from various backgrounds throughout the course of their life.

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The interview taught me that cultural awareness and inclusiveness is a major topic in the field of education. Our current school district has been brainstorming different professional development trainings that they can implement to educate staff on cultural awareness, and how to build relationships with students of various backgrounds. Cultural awareness is very important right now because our school district has been getting an increase of students from various backgrounds, especially Hispanic students. Our district is implementing new policies and procedures to better educate these students, so that they feel included and comfortable.

Best practices:

·Provide professional development training that focuses on relationship building with students of various backgrounds.

· Incorporate educational materials that are written by people of various backgrounds.

· Create school cultures that are inclusive to all backgrounds and not only a select few.

An emerging issue is race and equality in education. During the interview, the interviewee stressed the number of social injustices that are currently in the news today. These disparities make it even harder for educators to do their job and makes relationship building between students and staff very important. Educators have to be equipped with the tools needed to relate to current events and how they impact students in the classroom.

The person I chose to interview was my campus principal, Melanie Pharis. She is the campus principal of the Early College High School in Beaumont, Texas.

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School Administration / Welcome from the Principal

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Welcome to Beaumont Early College High School! We are housed at the Austin Innovation Center and share that location with other programs in the district. CCRSM schools are open to all students, but target at-risk populations and provide the opportunity, in partnership with Lamar Institute of Technology (LIT), to acquire 60 credit hours and possibly an Associate's Degree.

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The National Organization for Student Success (NOSS) is a professional association that supports my topic. The purpose  of NOSS is to help educational professionals make a positive difference in the lives of students.

Summary:
NOSS chose to be culturally aware and non-silent, by publishing a statement on racial injustice to address the unjust and preventable deaths  of people of color by various police departments. The statement goes on to address the influence educators have and how educators must first address social injustices within themselves. Educators must address their own bias and prejudices, ask themselves what they can do to support students of color, and brainstorm ways to support positive change.

Reference:
National Organization For Student Success. (n.d.). A statement on racial (in)justice. NOSS. https://thenoss.org/resources/Documents/Racial%20Injustice%20Statement.pdfhttps://thenoss.org/resources/Documents/Racial%20Injustice%20Statement.pdf

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Current State of Issues:

This article discusses the lack of diversity in educational materials.

The article reports on the current representation of social groups in educational materials, and gives recommendations on what teachers can do to ensure all students are represented in educational resources.

Research shows that their is a current underrepresentation of certain social groups in educational materials.

Educational texts may use a “heroes and holiday” approach in recognizing different heritages, focusing on celebrations and historical figures (Armstrong, 2022).

Having characters students can relate too influences children’s racial/ethnic and gender identity development and their understanding of different racial, ethnic, and gender groups (Armstrong, 2022).

According to Armstrong (2022), “culturally responsive materials can enhance students’ engagement, improve their academic achievement, and support their written and oral language development and reading comprehension”.

Reference:
Armstrong, A. (2022). A troubling lack of diversity in educational materials. https://www.edutopia.org/article/troubling-lack-diversity-educational-materials

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Mirrors and Windows

When describing children's experiences with literature, Rudine Sims Bishop developed the concepts of "mirrors" and "windows," which researchers and educators still apply. Mirrors refer to materials that make connections with students' daily experiences, whereas windows expose students to and help them acknowledge and appreciate different contexts and cultures.

Students may identify with characters based on familiar circumstances and life experiences, similar personalities, shared hobbies, common heritages, and social identity such as race, ethnicity, and gender. When materials are mirrors, students are more positively engaged in their learning process (i.e., asking questions and completing assignments).

Culturally responsive materials can enhance students' engagement, improve their academic achievement, and support their written and oral language development and reading comprehension. Materials that are mirrors can serve as bridges to materials that are windows. Students also value learning about people who have different circumstances, perspectives, and cultures.

Some researchers define educational materials as "societal curriculum" because they indirectly teach students about cultures, languages, attitudes, behaviors, and society's expectations of and values attributed to them and different people based on social identity markers. Characters also influence children's racial/ethnic and gender identity development and their understanding of different racial, ethnic, and gender groups.

Representation of Social Groups

When examining windows and mirrors available for different racial, ethnic, and gender groups, research indicates an underrepresentation and patterns of limited and narrow portrayals of characters from certain social groups, even with some progress.

Studies of children's books indicate that most of the characters within the sample are White, ranging from half to 90 percent of the illustrations. Characters who represent Black, Indigenous, and people of color (BIPOC) communities are about 10 percent of the illustrations or fewer, with some ethnic and racial groups featured at 1 percent. Textbook analyses indicate that European White Americans are featured in half or more of pictorials and illustrations (in some cases more than 80 percent), and people of BIPOC communities are featured less frequently, with some groups featured as low as 1 percent. Both cases differ from U.S. Census demographics.

Research typically examines gender from a female/male binary perspective. Studies from the 20th century to the present indicate a fluctuation of representation, with some periods featuring males more than females (sometimes twice as much), and other times there is a balance. One study that examined gender representation in award-winning books found no nonbinary characters, whereas a study that focused on LGBTQ-themed books found transgender characters represented.

Educational software also reveals a similar gender disparity, with males in some cases presented twice as much or more than females. One study highlighted a gradual decrease in female character representation between pre-K and 12th grade. When examining the intersection of racial/ethnic and gender identities, findings in children's books reveal that characters of color are often males, and female characters are often White.

Researchers identified patterns of narrow and problematic portrayals, and also promising and positive depictions that may vary with each racial and ethnic group, such as mixing elements of tribal groups when presenting Native Americans or Asian Americans in lifestyles from several centuries in the past.

Educational texts may use a "heroes and holiday" approach in recognizing different heritages, focusing on celebrations and historical figures. In some cases, texts portray members of certain communities in the United States as not American. Other studies note inaccurate and/or incomplete information regarding the portrayal of people, events, and cultures.

Female characters are often presented as passive, dependent, and submissive, and engaged in activities that include shopping, cooking, and caretaking. However, there is a shift toward portraying females as more active and engaged in a variety of roles. Nonbinary and transgender characters are rarely portrayed, and those characters of intersectional racial/ethnic and gender identities may be presented in limiting and problematic portrayals, with occasional affirming depictions.

Applying Findings to Educational Settings

The report concluded with three takeaways that can inform educators of strategies to implement in their settings.

Create a sense of belonging: A fuller story of the United States, its people, and demographic subgroups is needed. Affirm that students are part of learning environments and communities by including U.S. demographic subgroups in American history curricula and educational materials generally. Educators should ensure that materials reflect American people, history, current events, and society and provide a balance of windows and mirrors.

Develop cultural authenticity: Scholars noted the cultural background of content creators and if they shared the same background as the primary characters. When choosing and developing educational materials, examine the characters, their activities, and the creator's ability to authentically represent complex depictions. This could mean creating a vetting system for materials and curricula to ensure that they are authentic and accurate.

Recognize nuanced identity: Details of stories and characters, such as interactions and relationships between characters, names, clothing, and variation within groups, are important and can support students in identifying, relating, and connecting to a variety of careers, disciplines, and hobbies. Educators can curate a list of culturally responsive materials that offer opportunities to connect and identify with characters.

Culturally responsive education, when done well with intention, makes all students feel they are a part of the educational community.

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A Troubling Lack of Diversity in Educational Materials

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When describing children's experiences with literature, Rudine Sims Bishop developed the concepts of "mirrors" and "windows," which researchers and educators still apply. Mirrors refer to materials that make connections with students' daily experiences, whereas windows expose students to and help them acknowledge and appreciate different contexts and cultures.

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Current State of Issues:

Two students partnered with a union to sue the district after eight books were pulled from the library.

The eight books contained topics about "...race, gender, and marginalized communities..." (Alanis, 2022).

According to Alanis (2022), "School boards cannot ban books because the books and their characters illustrate viewpoints different of those of school board; especially when they target books presenting the viewpoints of racial and sexual minorities".

Students and educators have the right to receive information and knowledge, including the right to talk and learn about race and gender in schools (Alanis, 2022).

As of late there has been a trend to try and erase certain viewpoints of race and sexuality from schools to prevent students from learning or knowing about them.

Reference:
Alanis, K. (2022). 'We must protect this right': Students sue school district over banned books. https://www.edweek.org/policy-politics/we-must-protect-this-right-students-sue-school-district-over-banned-books/2022/02

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Two students have partnered with the American Civil Liberties Union of Missouri after they say eight books were pulled from the shelves of their school district libraries.

The eight banned books about race, gender and marginalized communities were pulled by the Wentzville district's school board, according to a news release from the ACLU of Missouri.

"School boards cannot ban books because the books and their characters illustrate viewpoints different of those of school board; especially when they target books presenting the viewpoints of racial and sexual minorities, as they have done in Wentzville," said Anthony Rothert, director of integrated advocacy with the nonprofit, in a statement.

"The First Amendment protects the right to share ideas, including the right of people to receive information and knowledge," he continued. "We must protect this right, including educators' and students' rights to talk and learn about race and gender in schools."

The ACLU of Missouri filed the lawsuit in the U.S. District Court for the Eastern District of Missouri on Tuesday, Feb. 15, on behalf of two students by and through their parents. The students, a girl and boy, were identified by their initials: C.K.-W. and D.L.

A spokesperson with the Wentzville School District said the district is aware a lawsuit has been filed and it will not be providing a statement.

Lawyers with the ACLU of Missouri say the removed books are part of a "targeted campaign" by St. Charles County Parents Association and No Left Turn in Education's Missouri Chapter "to remove particular ideas and viewpoints about race and sexuality from school libraries."

The banned and "critically acclaimed" books include "The Bluest Eye" by Toni Morrison, "Fun Home: A Family Tragicomic" by Alison Bechdel, "All Boys Aren't Blue" by George M. Johnson, "Heavy: An American Memoir" by Kiese Laymon, "Lawn Boy" by Jonathan Evison, "Gabi, a Girl in Pieces" by Isabel Quintero, "Modern Romance" by Aziz Ansari and "Invisible Girl" by Lisa Jewell.

The books were all pulled from the district collections throughout the 2021-22 school year, with the latest being banned on Jan. 20, according to the lawsuit.

"The Banned Books engage their readers with a diversity of ideas and minority viewpoints, including with respect to race, gender, and sexual identity," the attorneys say. "The District banned the books from school libraries because of the ideological disagreement members of the District's school board and certain vocal community members have with the ideas and viewpoints that the books express."

At least 10% of students enrolled in Wentzville School District are not white, the lawsuit says, though the school board is 100% white.

With the filed class action complaint, the plaintiffs seek the return of all copies of each of the banned books that were "removed in violation of the First Amendment," a permanent injunction that remedies the "specific violations," plaintiff attorney fees and other "further relief."

A wave of school book bans has rippled across the U.S., The New York Times reported, as sex and race discussions in schools are challenged.

"The politicalization of the topic is what's different than what I've seen in the past," Britten Follett, chief executive of content at Follett School Solutions, which provides books to schools, told the Times. "It's being driven by legislation, it's being driven by politicians aligning with one side or the other. And in the end, the librarian, teacher or educator is getting caught in the middle."

Wentzville is about 40 miles northwest of St. Louis.

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'We Must Protect This Right': Students Sue School District Over Banned Books

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Two students have partnered with the American Civil Liberties Union of Missouri after they say eight books were pulled from the shelves of their school district libraries. The eight banned books about race, gender and marginalized communities were pulled by the Wentzville district's school board, according to a news release from the ACLU of Missouri.

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The fourteenth amendment was ratified in 1868 giving citizenship and “equal protection under the law” to anyone born in the United States or anyone who becomes a citizen of the country (U. S. Const. amend. 14).

This law prohibited states from depriving any person of "life liberty, or property without due process of law" (U. S. Const. amend. 14).

Reference:
U. S. Const. amend. 14.

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Passed by Congress June 13, 1866, and ratified July 9, 1868, the 14th Amendment extended liberties and rights granted by the Bill of Rights to formerly enslaved people.

Following the Civil War, Congress submitted to the states three amendments as part of its Reconstruction program to guarantee equal civil and legal rights to Black citizens. A major provision of the 14th Amendment was to grant citizenship to "All persons born or naturalized in the United States," thereby granting citizenship to formerly enslaved people.

Another equally important provision was the statement that "nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws." The right to due process of law and equal protection of the law now applied to both the federal and state governments.

On June 16, 1866, the House Joint Resolution proposing the 14th Amendment to the Constitution was submitted to the states. On July 28, 1868, the 14th amendment was declared, in a certificate of the Secretary of State, ratified by the necessary 28 of the 37 States, and became part of the supreme law of the land.

Congressman John A. Bingham of Ohio, the primary author of the first section of the 14th Amendment, intended that the amendment also nationalize the Bill of Rights by making it binding upon the states. When introducing the amendment, Senator Jacob Howard of Michigan specifically stated that the privileges and immunities clause would extend to the states "the personal rights guaranteed and secured by the first eight amendments." Historians disagree on how widely Bingham's and Howard's views were shared at the time in the Congress, or across the country in general. No one in Congress explicitly contradicted their view of the amendment, but only a few members said anything at all about its meaning on this issue. For many years, the Supreme Court ruled that the amendment did not extend the Bill of Rights to the states.

Not only did the 14th Amendment fail to extend the Bill of Rights to the states; it also failed to protect the rights of Black citizens. A legacy of Reconstruction was the determined struggle of Black and White citizens to make the promise of the 14th Amendment a reality. Citizens petitioned and initiated court cases, Congress enacted legislation, and the executive branch attempted to enforce measures that would guard all citizens' rights. While these citizens did not succeed in empowering the 14th Amendment during Reconstruction, they effectively articulated arguments and offered dissenting opinions that would be the basis for change in the 20th century.

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14th Amendment to the U.S. Constitution: Civil Rights (1868)

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Passed by Congress June 13, 1866, and ratified July 9, 1868, the 14th Amendment extended liberties and rights granted by the Bill of Rights to formerly enslaved people. Following the Civil War, Congress submitted to the states three amendments as part of its Reconstruction program to guarantee equal civil and legal rights to Black citizens.

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1964: The Civil Rights Act of 1964 (Title VI) prohibits students from being treated differently based on race, color, or national origin when enrolled in educational program or activities receiving federal financial assistance. (Title VI, 42 U.S.C. § 2000d et seq.)

This act prohibited states, school districts, and schools from creating or implementing policies that would leave certain students at a disadvantage based on their ethnicity.

Reference:
Civil Rights Act of 1964 § 6, 42 U.S.C. § 2000e et seq (1964).

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Title VII of the Civil Rights Act of 1964

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Title VII of the Civil Rights Act of 1964

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1954: The Supreme Court heard the Brown v. Board of Education of Topeka landmark case where they ruled it was unconstitutional to segregate students in the public school system. (Brown v. Board of Education, 1954).

This case allowed for students of all backgrounds to be educated together and helped to close achievement gaps between blacks and white and was the start of access to a better quality education for nonwhites, despite racial backgrounds.

Reference:
Brown v. Board of Education of Topeka, 347 US 483 (1954).

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EnlargeDownload Link Citation: Brown v. Board of Education of Topeka, Opinion; May 17, 1954; Records of the Supreme Court of the United States; Record Group 267; National Archives. View All Pages in the National Archives Catalog View Transcript In this milestone decision, the Supreme Court ruled that separating children in public schools on the basis of race was unconstitutional. It signaled the end of legalized racial segregation in the schools of the United States, overruling the “separate but equal” principle set forth in the 1896 Plessy v. Ferguson case. On May 17, 1954, U.S.

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2015: The Every Student Succeeds Act (ESSA) was signed into law by President Obama in 2015.

This law protects students with disadvantages and high-needs and that all students be taught to high academic standards so that they are prepared to succeed in college and future careers (Every Student Succeeds Act, 2015).

This act helped to ensure accountability of lower performing schools.

This law helped low performing schools make positive change and progress to ensure students receive a high quality education, despite their background.

Reference:
Every Student Succeeds Act, 20 U.S.C. § 6301 (2015).

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Every Student Succeeds Act (ESSA) | U.S. Department of Education

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The attached link is how my school district addresses controversial topics and gives guidance to educators on how to approach such topics. The policy list in detail what is and is not allowed in the classroom and by the teacher.

Reference:
Beaumont Independent School District. ( 2022, July 24). Board policy manual, Miscellaneous instructional policies-teaching about controversial issues. Retrieved from https://pol.tasb.org/Policy/Code/725?filter=EMB

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Policy Code EMB - MISCELLANEOUS INSTRUCTIONAL POLICIES - TEACHING ABOUT CONTROVERSIAL ISSUES - Policy On Line - Beaumont ISD

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According to 19 Tex. Admin. Code § 247.2 (2018), “the educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor”.

Following this standard ensures educators do right by all students and keep them safe, in terms of what they choose to educate students about and the environment in which the education takes place.

Reference:
19 Tex. Admin. Code § 247.2 (2018).

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Enforceable Standards.
(1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not intentionally, knowingly, or recklessly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or that are used to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard 1.11. The educator shall not intentionally, knowingly, or recklessly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard 1.12. The educator shall refrain from the illegal use, abuse, or distribution of controlled substances, prescription drugs, and toxic inhalants. (M) Standard 1.13. The educator shall not be under the influence of alcohol or consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (H) Standard 2.8. The educator shall not intentionally or knowingly subject a colleague to sexual harassment. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly, or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.

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As an educator, these laws have taught me how important it is for me to be aware of race and racism in education, and to help ensure my colleagues are aware, in order to give all students the best opportunities possible and the best education possible. As an African American black woman in education, the laws addressed have had a major impact on my life and helped me to understand the legal and ethical standards and how they apply in my life.

My race in particular has made great strides in education but we still have a ways to go in regards to promoting cultural awareness and being more inclusive. The fact that my ancestors were not able to get an education because of the color of there skin, drives me attain the highest achievements in education. I desire to give back to my community and show others that come from economically disadvantaged backgrounds with limited resources, that they too can succeed.

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Schools need to incorporate having tough conversations with educators about how race and racism operates in their schools to help ensure equity in schools.

Professional development needs to be provided for educators so that they are equipped on how to eliminate bias towards students and realize how race and culture affect education.

Educators should maintain high academic expectations for all students.

Schools should show interest in the backgrounds of all students and not just specific races on certain holidays.

Teachers should serve as facilitators in the classroom and promote more discussions in the classroom.

Educators can spend more time getting to know students and their families, by providing learning experiences that occur outside the classroom, that are tied to students cultural backgrounds.